Tư liệu Tiếng Anh lớp 9

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I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will aware of learning English.

2. Knowledge:

a. General knowledge: After studying this period, students will get to know English 11: what

to learn and how to learn it.

b. Language knowledge:

- How to learn English in grade 11.

- How to do English tests.

- How to use student’s book and workbook.

3. Skills: : - Reading

- Speaking

- Listening

- Writing

- Doing English tests

4. Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, textbook, handouts, porters, pictures,….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

Introduction.

Ask Ss some question about the English

book 10 to introduce the English book 11.

-How many units are there….?

-How many lessons are there in a unit?

-How many periods are there in a unit?

-Do you do Test your self at home or at

class?

-How many topics are there in …..?

Introduce the English book 11 –new

version.

-There are 16 units

-some units last 6 periods.

-test your self :do at home

-there are 16 topics.

Personal information
Hello, I’m……
1.

3. 1.Giới thiệu môn học Tiếng Anh và sách Tiếng 
Anh 11:

- Sách giáo khoa Tiếng Anh 11 mới tiếp tục phát huy
những quan điểm và phương pháp dạy học thể hiện trong
các sách giáo khoa Tiếng Anh 6, 7, 8 9 và 10.

- Cả 4 kỹ năng ngơn ngữ: Nghe, nói, đọc, viết đều được
dạy theo từng tiết riêng.

-Sau 3 đơn vị bài học đều có phần Test yourself để
kiểm tra kiến thức học sinh.

- Chương trình Tiếng Anh 11 gồm 16 bài học, tập trung
vào 6 chủ điểm:

 You and Me / Personal information
 Education

 People and Places

Week: 01

Period: 01

Date: 10

, August, 2010

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Summarise the main points

Assign homework

 Community
 Recreation

 The world around us

2. Cách học: * Rèn luyện 4 kỹ năng:
- Nghe (listening)

- Nói (Speaking)
- Đọc (Reading)
- Viết (Writing)

* Học bài ở nhà
- Học từ vựng

- Đọc lại bài

- Học các cấu trúc ngôn ngữ ( vở, SGK)
- Làm bài tập

3.Kiểm tra và đánh giá
* The tests in grade 11 include:
Reading : 25%

Listening: 25%
Writing: 25%

Language focus: 25%

- Kiểm tra miệng ( hàng ngày )

- Kiểm tra 15 phút (viết-3 bài / 1 học kì)
- Kiểm tra 45 phút (viết-2 bài/ 1 học kì )
- Kiểm tra học kỳ ( 1 bài / 1học kỳ )

Homework

:

* Experience:

...

Week: 02

Period: 0

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I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will .

2. Knowledge:

a. General knowledge: After studying this period, students will

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, pictures,….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

Homework

:

* Experience:

...

I/ OBJECTIVES:

Week: 01

Period: 03

Date: 10

, August, 2010

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1. Formation of behaviour: After studying this period, students will .

2. Knowledge:

a. General knowledge: After studying this period, students will

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, pictures,….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

*.WARM-UP

-T:asks students to work in pairs . Tell them
to ask and answer about their friends and
friendship.

BEFORE YOU READ

-Ask the whole class to look at the picture on
page 12 & ask some questions :

+ What are the girls and boys doing in the
picture ?

+ How do they feel ?

+ What does the picture tell you ?
-Suggested answers :

+ One boy is playing the guitar, and the other
girls and boys are singing .

+ They seem very happy because I can see
their smile .

+ The picture tells me that friends an happily
do many things together . / Friendship is a
nice thing that brings happiness to us .
-Model reading the poem once or twice .
-Have pupils read it again & answer the
question :

+ What do you think of the friend in the poem
?
-Call on some pupils to answer it .

-Give some comments and suggestions :
+ The friend is very dedicated and thoughtful .
He / She is willing to help his / her friend in
any circumstances .

Vocabulary pre-teach :

Down (adj.) = chán nản troubled

-Give suggested answers :

1. My friend is someone who is...
2. I think a good friend is someone who

is...

(understanding (thông cảm) , caring (chu đáo) ,
easygoing, honest, reliable, sociable, modest, trustworthy,
sharing, sympathetic, helpful, tolerant, unselfish,

hospitable, sincere...)

3. A perfect friend is someone...(a,c,d)
4. I don’t want to be friends with anyone.... (b)
5. I’d really like to find a friend...(a,c,d)
6. It would be fun to have a friend ...(d,c)
 a) who is unselfish

b) who is talkative (or always has suspicions on me)
c) who is honest (or true and faithful)

d) who is reliable
Model :

-Could you tell me something about your friend ?
-What’s he like ?

-Oh, he is very friendly . He is the kind of person who is
always willing to give help .

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(adj.) = lo lắng, băn khoăn

Brighten up (v) acquaintance (n)
Intimate (adj.) = thân mật, thân thiết
essence (n) = bản chất, cốt lõi

Lasting (adj.) = lifelong (adj.) : existing or
continuing a long while (bền vững)
To be concerned with (v)

Enthusiasm (n) / in’ju:ziỉz m /= sự hăng
hái, nhiệt tình

Rumour (n) / ‘ru:m / = piece of information,
or a story, that people talk about, but that may
not be true (tin, tiếng đồn )

Gossip (n) /’gosip / = informal talk or stories
about other people’s private lives, that may be
unkind or not true ( chuyện ngồi lê đôi
mách, tầm phào)

Trust (n) = the belief that sb / sth. in good,
sincere, honest etc... and will not try to harm
or trick you .

Sorrow (n) /’sorəu / at / for / over = a
feeling of great sadness sth. very bad has
happened (sự buồn phiền, đau khổ, thất
vọng ) = grief (n)

Loyalty / ‘loi ti / = trung thaønh

Change (v)  changeable (a) Changed (a) >
< unchanged (a)

Suspicious (a) / s’spis / (+ about / of ) =
có sự nghi ngờ  suspicion (n)

To think much of sb = like sb, fancy sb +
Talkative (a)

Sympathy /’simpi / (n) = sự thơng
cảm sympathize (v) = có thiện cảm,

Caring = kind, helpful and showing that

you care about other people

Hospitable = pleased to welcome guests,

generous and friendly to visitors .

Modest = not talking much about your

own abilities or professions .

Sincere = saying only what you really

think or feel

Understanding = showing sympathy for

other people’s problem and being willing

to forgive them when they do sth. wrong .

Sympathy /’simpi / (n) = sự thông
cảm sympathize (v) = có thiện cảm,
cảm tình  sympathetic ( to / towards )
(adj.) = thông cảm

Pursuit (n) / p’sju:t / = something that you

give your time and energy to, that you do as a
hobby (đuổi theo, theo đuổi)

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tồn tại

III – WHILE READING 
-Setting the scene

You are going to read a passage about the
qualities of a long lasting friendship . While
you are reading, do the tasks in the textbook .
Task 1 :

-Write these words on the board :

(acquaintance, incapable of, mutual, unselfish,
give-and-take, friend, loyal to, suspicious
-instruct pupils to read the passage quickly
and stop the lines that contain these words to
guess their meanings .

-Pupils guess the meaning of the words based
on the contexts in the sentences .

-Ask pupils to work individually to do the
task .

-Ask pupils to exchange their answers with
other pupils .

-Check that pupils understand the words
correctly .

Constant (adj) : happening all the time or
repeatedly, that does not change =

(thường xun, khơng thay đổi)
Constancy (n) = tính kiên định, sự bền
long

Self (n)  selfish (a.)  selfishness (n) > <
unselfishness (n)

Two-sided /’saidid/ give-and-take (n) =
cho và nhận

-Give the correct answers : 1 – mutual , 2 – 
incapable of , 3 – unselfish , 4 –

acquaintance / friend , 5 – give-and-take , 6 –
loyal to , 7 – suspicious

Task 2 :

-Get pupils do the task and find a peer to
compare their answers with .

-Pupils should make sure the main idea
chosen .

-Call on some pupils to give their answers &
ask other pupils to say whether they agree or
disagree .

-Give feedback and the correct answer : B 
(Conditions of true friendship)

Task 3 : Pupils are required to answer the 
questions .

-Instruct pupils to underline the key words in
each question & to decide what information
they need .

-Give suggested answers :

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concerned with his / her own interests and
feelings cannot be a true friend .

2. Because they are take up an interest with
enthusiasm, but they are soon tired of it, and
they feel the attraction of some new object .
3. The third quality for true friendship is
loyalty . It tell us that the two friends must be
loyal to each other, and they must know each
other so well that there can be no suspicions
between them .

4. Because if people cannot feel safe when
telling the other their secrets .

5. Because they cannot keep a secret, either of
their own or of others’ .

6. The last quality is sympathy . It tells us that
to be a true friend one must sympathise with
his / her friend . Where there is no mutual
sympathy between friends, there is no true
friendship .

IV - AFTER READING

-Ask pupils to work in pairs to discuss the

question in the textbook .

-Ask every two pairs to share ideas .

-Call on some pupils to report their ideas

to the class .

-Give feedback .

It tell us that the two friends must be loyal to
each other, and they must know each other so
well that there can be no suspicions between
them .

V – HOMEWORK

-Summarise the main points of the lesson .

-Learn by heart all of the new words and

do again the tasks on pages 14-15

Homework

:

* Experience:

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I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will .

2. Knowledge:

a. General knowledge: After studying this period, students will

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, pictures,….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

I – WARM-UP

-Give the pictures about some famous people
and words .

-Ask pupils to describe them .

-Stick the right words on the pictures of a
famous person to describe her / him .
-Suggested words : (tall, ponytail, curly,
good-looking, oval, straight, pants, jeans,
dark-blue, light blue, medium height,
brown....

 She / He is of medium height .

She wears her hair in a ponytail . (đuôi
ngựa)

She / He has got an oval face with dark
brown eyes .

Task 1 : Describing physical characteristics

and personality of a person .

Week: 02

Period: 04

Date: 16

, August, 2010

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Instructon : Look at the picture of four people
on page 15 and describe them in pairs .
-Read useful language on page 16 and find the
meanings of the adjectives provided .

-Teach some adjectives / expressions used to
describe people’s appearance .

+ Height : (too) tall, medium, (rather) short,
+ Face : oval, round, large, square, skinny,
chubly (phúng phính), long, with high cheek
bones (gò maù cao), a scar .

+ Hair :

Normal order of adjectives used to describe
one’s hair : length – style – color

+ Length : long medium length, long, short,
shoulder-length .

+ Style : straight, wavy, curly, crew-cut (đầu
cua)

+ Colour : black, grey, red, brown

+ Others : a fringe, a bun, plaits, a ponytail
 to wear one’s hair in a bun / plaits (đuôi
sam) / a plait .

: receding, bald (soùi toùc)

+ Eye : small, big, black, brown, blue, gray .
+ Nose : straight, crooked (khoằm),
turned-up (hếch) , flat (tẹt), long

+ Chin : pointed (nhọn), double chin (2
cằm), firm, weak, no chin

+ Mouth : lips : thin, full, narrow,
heart-shaped, wide, generous (hào phóng) , full
lips (dày)

+ Forehead : broad, high

+ Skin : white, pale (lợt tái), suntanned
(rám nắng) , oriental, dark, brown,
coffee-color, black, a smooth complexion, pale
complexion (da tái), dark complexion, clear
skin, greasy skin (nhờn)

+ Build (tầm vóc, khổ người) : thin,
slender (mảnh mai) , muscular (nở nang,

có bắp thịt) , plump (trịn trỉnh, phúng
phính) , heavily built (to) , overweight (quá
béo) , fat

+ Age : young, middled age, elderly, old, in
his early / mid / late fifties .

 She was in her late teen (18-19)
She was in her early twenties (21-23)
He was in his sixties (60)

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hardworking, honest, intelligent, kind, mature,
patient, polite, serious, sincere, sympathy,
tolerant, trustworthy, caring, understanding,
helpful, pleasant, modest, generous, hospital
(hiếu khách)* Useful expressions :
He is in his early / mid / late forties.
He / she had got a square face with....
He / she of medium height .

She wears her hair in a bun / a ponytail ....
Her long hair hangs down to her shoulders
-Call on some pupils to present their answers .
-Give feedback .

1.The boy is about 16 years old . He may be
short-sighted because he’s wearing a pair of
glasses . He has short black hair, a round face
with a broad forehead, a small nose , thin lips
and a small chin . He’s quite good-looking .

2. The girl is about14 years old . She’s also
wearing a pair of glasses . She has
shoulder-length and she’s wearing a ribbon . She has an
oval face with a straight nose, full lips and a
pointed chin . She’s quite pretty .

3. The man is in his forties . He’s tall and
well-built . He has short brown hair and a
square face with a broad forehead, small eyes,
a crooked nose and thin lips . He’s quite
good-looking .

4. The woman is in her twenties . She’s quite
tall and slim . She has long curly brown hair
and an oval face with a broad forehead, big
eyes, a straight nose, heart-shaped lips and a
small chin . She’s very beautiful .

Task 2 : Discussing and numbering the 
personalities in order of importance in 
friendship and reporting the results .
-Before doing the task , ask pupils to look at
the adjectives .

-Explain some adjectives quickly .

Caring = kind, helpful and showing that you
care about other people

Hospitable = pleased to welcome guests,

generous and friendly to visitors .

Modest = not talking much about your own
abilities or professions .

Sincere = saying only what you really think or
feel

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them when they do sth. wrong .

-Divide the class into 4 groups to discuss .
-Call on some pupils to report the results to
the whole class .

-Suggested answers :

 My group thinks that being caring is the
most important in friendship because when
friend care about each other, they will know
when to share happiness or difficulty with
their friend .

-Elicit feedback from the class and give final
comments .Task 3 : Role-play : Talking 
about a famous friend .

-Have pupils look at their roles on page 16
and suggestion on page 17 .

-Give questions :

1. What’s his name ? = Could you tell me his
name ?

2. What’s his date of birth ? = When was he
born ?

3. What’s he like ? = What does he look like ?
Is he ...? (personality)

4. What’s his hobby ? = What does he do in
his spare time ?

What does she / he like doing in his / her
free time ? (hobbies)

5. What is he so interested in math ?
6. How long does it take him / her to study
math ?

7. How much time does he / she spend on
math everyday ?

8. What made him / her so successful ? 
studious, intelligent, keenly interested in....,
eager to learn, patient, calm ....

Notes :

Quick-witted (a) = able to think quickly =

intelligent . (thoâng minh, nhanh trí)

Good-nature (a) = kind, friendly and patient
when dealing with people (tốt bụng)
-Call on some pairs to perform the interview .
-Elicit feedback from the class and give final
comments .

II – HOMEWORK

-Summarise the main points of the lesson .
-Ask pupils to do the tasks again & extra
exercise as homework .

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* Experience:

...

I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will .

2. Knowledge:

a. General knowledge: After studying this period, students will

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, pictures,….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

I – WARM-UP
-Ask pupils to talk about best friend .
-Give some questions :

1. Who is your best friend ?
2. How did you meet him / her ?

Week: 02

Period: 05

Date: 16

, August, 2010

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3. How long have you known each other ?
4. What qualities do you admire in your best
friend ?

II – BEFORE LISTENING
-Have pupils to open the book and read &
repeat the words in the task .

(apartment, building, guitarist, sense of
humor)

-Ask pupils to discuss the questions on page
17 in pairs .

-Call on some pupils to give their answers and
comments on the answers .

-Teach some of these words or others taken
from the listening passage .

+ Sense of humor = khiếu hài hước
+ Give sb. a ring = phone sb.

+ Go through a rough time = trải qua thời
kỳ khó khăn

III – WHILE LISTENING
Task 1 : Listening to Lan and Long talk 
about their best friends .

- Ask pupils to listen and describe whether the
statements are true (T) or false (F) .

- Before listening and doing the task , ask
pupils to read through the statements –
Underline key words .

- Listen to the tape & pay attention to the key
words .

- Decide whether the statements are true or
false based on what they can hear .

- Play the tape once for pupils to do the task .
- Ask pupils to answer and write them on the
board .

- Play the tape the second time for pupils to
check their answers .

- Give correct answers .
+ Lan’s talk :

1. F (they used to live in the same
building there)

2. F (It is what people think)
3. T

4. F (Lan went to Do Son first and then
called Ha, so Ha rode on her

motorbike to Do Son to meet Lan.)
5. T

6. F (They have been best friends since
Lan’s trip to Do Son .)

+ Long’s talk :

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filling the table in the book with notes .
-Before listening to the tape again and doing
the task, ask pupils to try to fill the table with
the things they remember from the previous
time of listening .

-Play the tape again for pupils to complete
their notes .

-Focus on the information indicated in the
table and write the answers down in the note
forms, not full sentences .

-Get pupils to work in pairs and check their
answers .

-Call on some pupils to give the answers and
comment them .

-Give correct answers .
How and where
they met

What they like
about their
friends
Lan They used to

live in the same
apartment
building in Ha
noi .

-Lan went on a
holiday in Do
Son and Ha
went there to
help her .

-Ha’s very
friendly and
helpful .

-Ha’s sociable .
She’s got many

friends in Do
Son and she
introduced Lan
around .
Long -They met in

college .
-Minh played
the guitar, and
Long was a
singer .
-They worked
together .

-Minh has a
sense humor .
-Minh likes to go
to plays and
movies .

-Minh is a good
listener .

-Minh is friendly
and helpful .
Tapescript :

Talk A. Lan

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me for two days . She happened to know a lot

of people there, so she introduced me around
and we’ve been best friends ever since .
Talk B. Long

My best friend is Minh . We met in college .
And I was there singing and Minh was a
guitarist . So she worked together a lot, but we
also became friends . Minh has a great sense
of humor, he’s very funny, and that’s one of
my favourite things about him . And over the
years, we have been through good times and
bad times with each other, and that’s one of
the things I like best about him . And we have
a lot of the same interests . We like to go
plays and movies together . But when we’re
going through a rough time, he’s really a good
friend, and he’s a very good listener, and he
always helped me through .

IV – AFETR LISTENING

-Get pupils to work in pair to talk about how
Ha has been Lan’s best friend and how Minh
has been Long’s best friend .

-Call on some pairs to present their answers .
-Elicit feedback from the class and give final
comments .

V – HOMEWORK

-Summarise the main points .

-Ask pupils to learn by heart new words .
-Prepare Writing (Unit 1)

Homework

:

* Experience:

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I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will .

2. Knowledge:

a. General knowledge: After studying this period, students will

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, pictures,….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

I – WARM-UP

-Ask pupils to write some adjectives to
describe the physical characteristics and
personalities of their friends .

-Give the main part to write :
+ the person’s character .
+ the person appearance .
+ likes and dislikes .
+ his / her habit .

II – PREPARING PUPILS TO WRITE .
* Set the scene :

-Writing about a friend , real or imaginary,
using the period guideliness .

-Instruct three parts to write and give some
suggestions :

+ General information about friends .
+ Their physical characteristics and
personalities .

+ What pupils like about their friend .
Notes :

 the person’s character :

(quite young in spirit / the sort of person you
can always go to if you have a problem / a
very active person / extremely generous )
 the person’s appearance :

Week: 02

Period: 06

Date: 16

, August, 2010

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+ to be in one’s early / mid / late twenties .
+ He / She has got a face (with...)

+ to wear in a ponytail, bun.

+ She has straight black hair / curly short
hair / he’s bald .

+ Her hair is medium length / is shoulder
length / her hair sits just below her shoulders

+ He has a moustache and (a) beard / he wears
a moustache .

+ She is a kind of person who is...

+ He is fairly short / is medium height / pretty
tall . +
She is the same height as....

+ She is pretty tall with her red hair .

 likes and dislikes : like reading, gardening,
going for long walk....

 habits : making sth. or mending sth. or
doing sth. to entertain oneself .etc...
-Talk about best friend : (suggestions)
1. Who is your best friend ?

2. How did you meet him / her ? (when or
where?)

3. How long have you known each other ?
4. What qualities do you admire in your best
friend ?

5. What’s he / she like ? = What does she / he
look like ?

6. What’s his / her hobby ? = What does he /

she do in his / her spare time ?

7. What is he / she interested in ? Why ?
8. How long does it take him / her to
study...?

9. How much time does he / she spend
on...everyday ?

10. What made him / her so successful ?
Sample writing :

1 / Of all my friends, I like Thu the best . She
is my classmate and we have been friends for
a long time . We met one day while she was
looking for a book . I needed in the school
library . She has a nice face and when you
meet her the first thing you notice are her
beautiful dark eyes . She is someone I like
because she is clever and has good sense of
humour . We also have something in common
because we both like reading novels and
watching films . I hope that we will be friends
forever .

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known each other since we were 8 years old ,
and we have studied together since then .
However, we became best friends when we
were at grade 6 . At that time I was very bad
at English, and it was her who helped me

improve my English . Now Mai lives with
their parents in Hai Ba Trung street . If I were
to describe how she looks, I would say she is
very pretty . She has short black hair, brown
almond-shaped eyes, a small nose and a small
pointed chin . She is not very tall but not short
either and she is quite slim . She doesn’t like
to dress up so I usually see her wearing jeans
and a T-shirt or sweater . She has a very nice
personality and a wonderful sense of humour,
but she can also get a little depressed from
time to time . I can always count on her to be
honest and to give me the best advice . What I
like about Mai is that she has the same
hobbies with me . We both enjoy music,
playing the guitar and singing . We like going
to the cinema but sometimes can’t agree on
which movie to see . Whatever we’re doing,
it’s always fun to be with her . In addition,
since I am better at math and science and she
is better at English and languages, we can
always help each other if we get confused
about a difficult homework assignment . We
are lucky that we complement each other so
well and that we get along so well . I hope
that our friendship will continue and be just as
strong after we graduate from high school .
We would like to study at the same

university .

III – FEEDBACK ON PUPILS’ WRITING
-Ask pupils to exchange their writing with
another pupil for peer correction .

-Collect mistakes and errors .

-Write pupils’ typical errors on the board and
correct .

-Provide general comments on the writings .
IV – HOMEWORK

-Summarise the main points of the lesson .
-Rewrite about best friend .

-Prepare Languages Focus (Unit 1)

Homework

:

* Experience:

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...

I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will .

2. Knowledge:

a. General knowledge: After studying this period, students will:

-Distinguish the sounds /d / and /t /.

-Pronounce the words and sentences containing these sounds correctly.

-Use some structures containing infinitives with and without to appropriately.

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, pictures,….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

*.Warm-up: (5 minutes)

-T:asks students to close their books and

complete the sentences

- Ss: close the books and complete

-T: asks Ss to them loudly

Complete the sentences:

- January is the …month of ....year.

- Children... eating sweets.

Suggested anwers:

- Jannuary is the first month of the year.

Week: 03

Period: 07

Date: 24

, August, 2010

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- Ss: stand up - read

-T: lets Ss to get their attention on

pronunciation : / dʒ /- / t∫/ and introduce

new lesson.

- Ss: listen carefully

1. PRONUNCIATION

Pronouncing the two sounds /ʤ and / / / ʧ

-Model the two sounds / / ʤ and / / ʧ for a
new times and explains the differences in
producing them .

+The sound / / ʤ is a voiced palatal . Voiced
= vocal cords vibrate while making this sound
Palatal = put our tongue behind our top teeth,
push air as we drop our tongue away from the
roof of our mouth .

+The sound / / ʧ is an unvoiced fricative
palatal . Unvoiced = vocal cords do not
vibrate while making this sound .Fricative
palatal = touch our tongue to the back of our
upper teeth and pull our tongue away as we
push air out of our mouth .

-Play the tape (or read) once for pupils to hear
the words containing these two sounds .
-Ask pupils to read again .

-Ask pupils to practise pronouncing the words
in pairs .

-Read the sentences and ask pupils to

underline the words with the sounds and write
under them .

2. GRAMMAR

-Ask pupils to do exercises 1,2 on pages
20-21

IV – HOMEWORK

-Summarise the main points of the lesson .
-Prepare Unit 2

-Children like eating sweets.

1. PRONUNCIATION

/ʤ / / / ʧ

Jam joke children
changeable

January dangerous cheese
mutual

Passenger village church
which

-Listen and repeat :

Jill jail chair
chain

June jerry choke
cheek

July sergeant beach
peach

Surgeon region rich
butcher / match

2. GRAMMAR
a. To-infinitive is used

+ Verbs followed immediately by an infinitive :

Agree, offer, decide, appear, forget, refuse, attempt, plan,
seem, learn(how), promise, manage, tend, hope, dare,
threaten, arrange, fail, afford, pretend, expect, hesitate,
mean = intend, remember, wish, want, hurry, swear, aim,
choose, undertake, happen, volunteer, ask, beg, care,
deserve, regret, claim, consent, demand, struggle
Ex : She wishes to come with us .

Don’t hesitate to ask for my help .

+ Verbs followed by a noun / pronoun + an infinitive :
Advise, want, allow, ask, beg, cause, challenge, convince,
dare, encourage, expect, forbid, force, hire, instruct, invite,
need, order, permit, persuade = get remind, require, teach
(how), tell, urge, warn, show, enable, command, believe
Ex : She allowed me to use her car .

Ex : They forced him to tell the truth .
I urged her to apply for the job .

+ After some verbs + (what / how / where / when...) + 
to-infinitive

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Ex : Have you decided where to stay ?
I don’t know whether to stay or to go .

The teacher explained how to use the computer .
+ To express a purpose .

Ex : We come here to study . / We eat to live .
+ After some adjectives .

Ex : I shall be delighted to help you .
They were sorry to hear his accident .
+ For – object – to infinitive

Ex : This book is too long for me to read this evening .
+ Too / enough

Ex : She is too old to work . / You are old enough to
work .

+ It takes / took + sb. + time + to-infinitive .
Ex : It takes me 5 minutes to finish the report .
+ Be + to inf. = command

Ex : Nobody is to touch anything on the table .

+ Infinitive after some phrases / words : would prefer, 
would like...

Ex : Would you like to go out this evening .
+ Infinitive in the place of a relative clause .
Ex : I have some work to do . = (which I must do.)
I have letters to write . = (that I must write .)

Does he get anything to eat ? = (Does... that he can
eat ?)

+ In there + be + noun / pronoun + to-inf.

Ex : There is plenty to do = plenty of things we can / must
do .

There is a lot of work to be done . ( when there is
an idea of duty )

b. Infinitive without to

+ After modal verbs : can, could, may, might, will, would,
shall, should...

Ex : She can sing very beautifully .
He may be late .

+ After verbs : Make, Let, Have + object + V(without

to)

Ex : The cold weather made me feel depressed .
They made me do it .

Why don’t you let him go ?

+ Infinitive (without to) is used in the imperative 
statements .

Ex : Go to the blackboard !
Stay at home !

Homework

:

* Experience:

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I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will .

2. Knowledge:

a. General knowledge: After studying this period, students will

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, pictures,….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

I - WARM-UP

-Find the adjectives expressing people’s
feelings .

(excited / embarrassed / surprised / bored /
worried / terrified / confused / upset /
surprised / frightened / sad / happy...)
-Give suggested questions :

1.Would you feel embarrassed or upset if you
forgot your mother’s birthday or your father’s

Week: 03

Period: 08

Date: 24

, August, 2010

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birthday ?

2. If you made a stupid mistake, how would
you feel ?

3. Is there any one/thing that you’re very
proud of ?

-Explain “personal experiences” = the things
that have happened to you that influence the
way you think and behave .

II – BEFORE READING

-Open the books & ask pupils to work in pairs
: Looking at the pictures and guessing what is
happening in each of them .

-Give some suggested words / phrases :
Floppy cotton hat , Pop star , sneaky look, A
wad of dollar notes .

-Suggested questions :

1. How does the girl in the pictures feel ?
-The girl is very happy when she wears the
beautiful cotton hat .

-The girl looks surprised when her father tells
her about the beautiful hat, her biggest
dream .

2. What can you see in picture A ?

3. What do you think might be relationship
between the girl and the man ? Why
4. What do you see on the table ?

5. Whose money do you think it is ? Why ?
etc...

Vocabulary Pre-teaching

To embarrass (v) /im’bæ rs / 
embarrassing (adj.) , embarrassment (n)
Floppy (a.)

Idol(n) / ‘aidl /

To glance at (v) / gla:ns / to run away (v)
Sneaky (a) / ‘sni:ki / to imagine (v) /
i’mæin /  imagination (n)

Imaginative (a.), imaginary (a)

A wad of dollar notes

To make a fuss (v) to imitate (v) /
‘imiteit /

III – WHILE READING

Set the scene : Pupils are going to read a story
in which a girl’s telling about her most
embarrassing situation . Then they do the
tasks that follow .

Task 1 :

-Have pupils read the passage silently .
-Write the given words & phrases on the
board .

(making a fuss / sneaky / glanced at /
embarrassing / idols)

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to the task .

-Ask them to use both their knowledge of the
words in the box and their guess-work with
the given sentences to match them correctly
.-Give suggested answers :

1 – glanced , 2 – making a fuss , 3 –
embarrassing , 4 – idols , 5 – sneaky

Task 2 :

-Get pupils to read the text silently again and
then with a peer work out the sequence of the
pictures given on page 22 again , this time
based on the information in the text .

-Call on a student to give and explain his / her
answer .

-Give corrective feedback .

1. picture D 2. picture B 3.
picture F 4. picture E

5. picture A 6. picture C
Task 3 :

-Get pupils to underline the key words to
decide what information they need to find in
the text .

-Ask pupils answer the comprehension
questions in task 3 without having to read the
passage again .

-Call on some pupils to present their answers
-Give the correct answers :

1.What did the girl wish to have when she

was in grade 9 ? a floppy cotton hat

2.Who gave the girl money on her birthday ?
Her father .

3.Why did the girl decide to take the money
from the boys bag ? Because she thought that
the boy had stolen her money . (She thought
that was her own money and the boy had
stolen it from her . She wanted to take it back
without making a fuss .)

4.What did the girl do with the money ? She
bought the hat of her dream .

5.What did she discover when she came back
home ?

. A wad of dollar notes that look exactly
like those her father had given her .

IV – AFTER READING

-Ask pupils to work in groups to discuss the
question :

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the boy’s bag was not hers ?
-Give suggested phrases

(+ put up a notice on the school board / + get

on the same bus the next day and look for the
boy to return the money to him / + do

nothing / + keep it a secret / + ask her father
for advice .

V – HOMEWORK

-Learn new words by heart & prepare Reading
(Unit 2)

Homework

:

* Experience:

...

I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will .

2. Knowledge:

a. General knowledge: After studying this period, students will

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, pictures,….

2.Students: books, pictures,….

Week: 03

Period: 09

Date: 24

, August, 2010

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III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

I – WARM-UP

-Give some pictures and have pupils answer
the question :

How do the people in the pictures feel ?
-Ask e pupils to use some suggested
adjectives to describe : happy, angry,
frightened, relaxed, excited, bored, sad,
worried....

-Give some more questions to introduce new
lesson .

1.Have you had some personal experiences ?
2.How do you feel when you meet a famous
film star ?

3.How do you feel if you fail your exam ?
-Get pupils to do another exercise :
Match the things you might have done or
experienced in column A and their effects on
your life in column B :

A
1. have a 15 mile
walk, then climb
three mountains
2. fail your exam
3. meet a famous
film star .

4. speak English to a
native English

speaker .

5. travel the other
part of the country

B
a. make you love
your country more .
b. teach you a lesson
and make you work
harder .

c. make you
appreciate your
health more .
d. make you feel
more interested in
learning English .
e. make you feel
tired .

f. make you
excited .

+ answers : 1-e / 2-b / 3-f / 4-d / 5-c / 6-a .
-Make a question to ask pupils .

How do you feel when you meet a famous
film star ?

It makes me excited .
Task 1

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peer .

-Call on a pupil to read his / her answers .
-Review the structures : “Make sb. do sth. /
Make sb. + adjective”

-Give correct answers :
1-d , 2-c , 3-a , 4-d , 5-e
Task 2

-Introduce the task and ask pupils to do
individually .

-Call on a student to read out his / her answers
.

-Check with the class and give correct
feedback .

-Draw pupils’ attention to the questions asked
in the conversation and help pupils to review
the present perfect & past simple when talking
about a past experience and its present
effects .+ Present perfect : used with “ever” to
ask about a past experience .

Ex : “Have you ever been to Egypt?”

+Past simple : used when one keeps asking
about that experience .

Ex: “When did you go there ?” “Who did you
go with?” “Did you enjoy your visit to
Egypt?” etc...

-Check that pupils ask correct questions and
give correct feedback .

-Get pupils to read the sample conversation in
closed and open pairs .

-Give correct answers :

1-b / 2-d / 3-h / 4-a / 5-e / 6-g / 7-c / 8-f
Task 3

-Introduce the task : asking and answering
questions about their past experiences, using
the suggestion on page 26 .

-Underline the structures used to talk about
past experiences in the dialogue in Task 2 ,
then use the structures and the ideas in Task 1
to make similar dialogues .

-Get pupils to work in pairs to have a
conversation .

-Call on some pairs to perform their
conversation in front of class .

-Elicit feedback from the class and give final
comments .

-Give suggested conversation :
S1 : So, how was your weekend ?

S2 : Oh, really good . I happened to see My
Tam .

S1 : The famous singer ?

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Chi Minh City last year . She is very
charming .

S2 : Yeah, She sings beautifully, too .
S1 : Have you ever been to Ho Chi Minh
City ?

S2 : No, I’ve never been there .

S1 : You should go there sometime . It’s an
interesting and the hotels are wonderful .

II – HOMEWORK
-Summarise the main points .

-Use the structures in the lesson to make

sentences .

-Prepare Listening (Unit 2)

Homework

:

* Experience:

...

I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will .

2. Knowledge:

a. General knowledge: After studying this period, students will

b. Language knowledge:

b.1. Vocabulary:

Week: 04

Period: 10

Date: 30

, August, 2010

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b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, pictures,….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

I – WARM-UP

- Teach vocabulary related to fires and lead
pupils to the topic .

- Give the matching exercise to

pupils .”Match the words in Column A with
their definitions in Column B :

A B

1. Fire fighter a. A metal stairway
outside to help people
get out of a building on
fire .

2. Fire alarm b. A pipe that draws
water for putting out
fire .

3. Fire door c. A person who fights
fires .

4. Fire escape d. What comes out of a
fire .

5. Fire hydrant e. A fire-resistant door
that can be closed to
stop the spread of a
fire .

6. Fire
extinguisher

f. A large truck that
carries firefighters and
equipment to the site of
a fire .

7. Smoke g. A tube that contains

special chemicals for
putting out a fire .
8. Fire truck h. A bell that tells you a

fire has started .

- Give correct answers : 1 – c / 2 – h / 3 – e / 4
– a / 5 – b / 6 – g / 7 – d / 8 – f

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picture on page 27 of the textbook .
- Ask pupils to look at the picture and say
what is happening .

- Give some questions :

1. What do you see in the picture ?
2. Who are they ?

3. Where are they ?
4. What are they doing ?

-Call on some pupils to describe the picture .
-Get pupils to guess what they are going to
listen about .

Pre-teaching vocabulary

Memorable (a)
terrified (a) protect (v)

Scream (v) = shout very loudly replace
(v)

Gas stove (n)
embrace (v)

- Before teaching these words, help pupils to
pronounce them correctly .

- Play the tape or model first & ask pupils to
repeat after the tape in chorus and

individually .

III – WHILE LISTENING
Task 1.

-Instruction : Listening to a girl about her 
most unforgettable experience .

- Ask pupils to read through the sentences to
understand them and underline key words
- Play the tape or read the Tapescript once for
pupils to listen and do the task .

- If many pupils cannot answer the questions,
play the tape one or two more times and
pauses at the answers for them to catch .
- Give correct answers :

1 – T 2 – F (13 years ago)
3 – F (in the kitchen)

4 – F (she was sleeping) 5 –
T

Task 2

Instruction : Pupils are going to listen to the
story again and fill the gap with the

information they hear .

- Before doing the task, ask pupils to study the
text carefully for the missing information they
need to fill and guess the answers .

- Remind pupils that while listening they need
to focus on this information and write the
answers down in note forms , not full
sentences .

- Play the tape once more .

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answers .

- Call on some pupils to give their answers in
front of the class .

- Give correct answers :

1- small / 2- everything / 3- family / 4 –
replaced / 5- took / 6 – appreciate

IV – AFTER LISTENING
-Give pupils some useful expressions of
asking for and giving opinions .

+ Asking for opinions :

1.What do you think about ...? 4.
What’s your point of view about...?

2. What’s your opinion about...? 5. How
do you feel about...?

3. What’s your feeling about ...? 6. Do you
have any opinions about...?

+ Expressing opinions + Expressing 
agreements + Expressing

disagreements

1. I think... I agree...
Well, maybe, but....

2. Personally, I think so, too
That might be true, but...

3. I believe... That’s true,
and.... Well, my feeling is that....
4. I feel... That’s right,
and.... Well, I don’t think

5. In my opinion...
So, I think.

6. From my opinion of view....
- Ask pupils to work in groups .

- Call on some pupils to practise with these
structures .

- Listen and take note of their errors .
- Provide correct feedback after that .
+ Suggested answer : Family is more
important than anything else because it can’t
be replaced . It gives us love, support ...

V – HOMEWORK

- Summarise the main points of the lesson .
- Write a summary of the story listened in
class .

Tapescript :

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business woman . Hello Christina, welcome to
our programme .

+ Christina : Hello and thank you ! It’s nice
being with you tonight .

+ Interview : Christina, could you tell our
audience about the most memorable
experience in your life ?

+ Christina : Well, my most unforgettable
experience happened 13 years ago, when my
house burned down .

+ Interview : Really ? How did it happen ?
+ Christina : The fire started in the kitchen
where I forgot to turn off the gas stove .
+ Interview : What were you doing at that
time ?

+ Christina : I was sleeping when I was
suddenly woken up by terrible heat . I opened
my eyes to find myself surrounded by wall of
fire .

+ Interview : That’s terrible . How did you
escape ?

+ Christina : I was terrified . Then I heard my
mother’s voice calling my name . I rushed to
her . She carried me out . Luckily, I got away
without even a minor burn .

+ Interview : Not many people are so lucky .
Did the fire affect you in any way ?

+ Christina : Oh yes. Yes, very much in fact .
Although I lost many things in the fire, the
experience helped me to grow up .

+ Interview : What do you mean ?

+ Christina : Well, before the fire I was selfish
. I always complained to my mother about
how small my room was, or how few clothes I
had . Then the fire came and destroyed
everything we owned . But I slowly began to
realize that I didn’t really need my old things .
I just needed my family . After all, you can
get new clothes anytime, but a family can
never be replaced .

+ Interview : I see, so the fire took many
things from you, but it gave you something
too .

+ Christina : Exactly . It taught me to
appreciate my family more than things .

Homework

:

* Experience:

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...

I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will .

2. Knowledge:

a. General knowledge: After studying this period, students will

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, pictures,….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

I – WARM-UP

-Remind pupils of rules of writing personal
letters in English .

-Give some questions to pupils .

1. How many parts does a personal letter
normally have ?

2. What are these parts ?

3. What do we normally write in the

Week: 04

Period: 11

Date: 30

, August, 2010

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Salutation ?

4. What do we normally write in the Closing ?
5. Where do we normally sign the letter ?
-Have pupils give their answers :

-Give suggested answers :

1. 5 parts

2. The Heading / The Salutation = Greeting /
The Body / The Closing / The Signature
3. We normally write “Dear” / “Hello/ Hi”
etc... plus the name of the person we are
writing to and a comma at the end .
4. We normally write something like
“Sincerely” / “Yours” / “Love” / “Cheers” /
“Best wishes” / “See you soon” etc... and after
that we put a comma .

5. Our signature normally goes under the
Closing .

II – PREPARING PUPILS TO WRITE
-Give pupils handout :

1. Read the following letter carefully .
Dear Helen,

Last night I had a scary dream . I was walking
along an empty street late at night . Suddenly
a lion appeared at the end of the street . He
ran toward me with his big mouth open and
sharp teeth . He roared and jumped upon me .
I screamed loudly and awoke . I’m still
frightened now . By the way, how are you ?
Do you still have a nightmare as before ? I
think we have similar problems now . Write to

me as soon as possible .

Your friend,

Daisy

2. Complete the chart bellow :

Name of experience 1.
When it happened 2.
Where it happened 3.
How it happened 4.
How the experience
affected the writer .

5.
-Give answers :

1 – The frightening experience
2 – Last night

3 – The writer was walking along an empty
street late at night .

4 – The lion ran toward the writer with his big
mouth open and sharp teeth . He roared and
jumped upon her .

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pen friend telling him or her about one of your

most memorable past experiences .

- Get pupils to read the task and work out
what they are required to write about .
- Call on a student to answer and elicit ideas
from the class .

+ When it happened
+ Where it happened
+ how it happened
+ who was involved

+ how the experience affected you
- Give a sample outline :

+ What happened ?  I nearly drowned
+ When it happened ?  A year ago, my last
summer vacation .

+ Where it happened ?  A river near my
grandparents’ house .

+ How it happened :  When I was
swimming, I suddenly caught a cold, I felt
dizzy and I was too weak to swim .

+ Who was involved ?  Some of my friends
were also swimming at that time, one tried to
save me .

+ How it affected you ?  I learned that life
is so important .

- Give a sample letter :

Hanoi 15 May 2007

Dear Peter,

How have you been doing ? Have you got any
plans for the coming school break ? Perhaps I
will go to see my grandparents in the

countryside . I haven’t seen them since my
last school holiday .

Let me tell you about my last summer
vacation at my grandparents’ . It was almost a
year ago and was one of my most

unforgettable experience .

My grandparents live in a small village, which
is about 70 kilometers southeast of Hanoi .
There is a large river at the back of their
house where I often do swimming every
afternoon when I spend my vacation with
them .

One day when I was swimming with some of
my friends, I suddenly caught a cold . I felt so
dizzy and was too weak to continue

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who swims the best among us swam towards
me and tried to pull me up . Then other
friends swam towards us to help him push me
in . My life was finally saved .

Now recalling the moment I thought I was
going to die, I understand how precious life
is . This event definitely taught me to
appreciate my life .

What about you ? Have you got any

unforgettable holiday that you would like to
share with me ?

See you soon,

Nam

III - HOMEWORK

- Summarise the main points of the lesson .
- Prepare Language Focus (Unit 2)

Homework

:

* Experience:

...

Week: 04

Period: 12

Date: 30

, August, 2010

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I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will .

2. Knowledge:

a. General knowledge: After studying this period, students will

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, pictures,….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

I – WARM-UP

- Find some words containing the following
sounds .

/ m / / n /
/



mountain nest
king

mumy banana
angel

knife

II – PRONUNCIATION

- Model the three sounds / m /, / n / , /



/ for
a few times .

- Explain the difference in pronouncing them .
+ when we pronounce the sound / m / we
close our lips .

+ when pronouncing the sound / n / , our
tongues touch the roof of our mouth .
+ when pronouncing the sound /



/ , our
tongues touch our soft palate .

* Note : (for all three sounds, the air goes
through the nose )

- Play the tape (or read) once for pupils to
hear the words containing these three sounds
- Ask pupils to read the words again .
- Listen and correct if pupils pronounce the
words incorrectly .

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- Ask pupils to work in pairs and take turn to
read aloud the given sentences (page 29)

III – GRAMMAR
1. The simple present (Review)
+ Form : S + V / V-s (V-es)
+ Usage :

 The simple present expresses the idea that
an action is repeated or usual . The action can
be a habit, a hobby, a daily event, a scheduled
event or something that often happens . It can
also be something a person often forgets or
usually does not do .

Ex : The train leaves every morning at 8 a.m.
They usually go to school by bike .
 The simple present is also used to tell the
story in the past . It makes the story more
vivid .( Present simple indicating past time)
2. The present continuous (Review)

+ Form : S + am / is / are + V-ing
+ Usage :

 It expresses the idea that something is
happening now, at this very moment . It can
also be used to show that something is not
happening now .

Ex : Are you sleeping ?
Exercise 1.

- Get pupils to do Ex 1 individually and then
find a partner to check their answers with
- Explain and give the correct answers :
1 – invites / 2 – sets / 3 – gets / 4 – waves / 5 –

promises / 6 – carries / 7 – contains / 8 – has
baked / 9 – is / 10 – is shining / 11 – are
singing / 12 – is .

3. The present perfect (Review)
+ Form : S + have / has + V3
3. The present perfect (Review)
+ Form : S + have / has + V3
+ Usage :

 It is used to say that an action happened at
an unspecified time before now . The exact
time is not important . So we can use the
present perfect to describe our experience .
We can also use this tense to say that we have
never had a certain experience . It is not used
to describe a specific event .

Ex : I have seen that movie twenty times .
I think I have met him once before .
 It shows that something started in the past
and has continued up until now .

Ex : I have had a cold for two weeks .

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 We can use all these present tenses in
telling stories (which are often concerned with
past events) to make the stories more

interesting .

3. The past simple : (Review)
+ Form : S + V2 / V-ed
+ Usage :

 It expresses the idea that an action started
and finished at a specific time in the past

Ex : I saw a horror film last night .
 It is used to list a series of completed
actions in the past .

Ex : He arrived from the airport at 8, checked
into the hotel at 9, and met the others at 10.

 It is used with a duration which starts and
stops in the past .

Ex : I lived in Hue for 2 years .

 It can also be used to describe a habit
which stopped in the past . It has the same
meaning as “used to”

Ex : They never went to school . They always
skipped their class .

4. The past continuous : (Review)
+ Form : S + was / were + V-ing
+ Usage :

 The past continuous indicates a longer
action in the past was interrupted . The
interruption is usually a shorter action in the
simple past or a specific time .

Ex : I was watching TV when she called .
Last night at 6 pm, I was eating dinner .
 It is used to express the idea that both
actions were happening at the same time . The
actions are parallel .

Ex 1 : I was studying while he was making
dinner .

Ex 2 : When I walked into the office, several
people were busily typing, some were talking
on the phones, the boss was yelling directions,
and customers were

Waiting to be helped .One customer was
yelling at a secretary and waving his hands .
Others were complaining to each other about
the bad service .

 Get pupils to do exercise 2 individually
and then find a partner to check their answers
with .

 Check the answers with the whole class

and provide correct feedback .- Give correct
feedback .

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4 – started / were walking 5 – told / were
having 6 – didn’t listen / was thinking
7 – phoned / didn’t answer 8 – didn’t
wear / didn’t notice / was driving

5. The past perfect : (Review)
+ Form : S + had + V3

+ Usage :

- It expresses the idea that something occurred
before another action expressed in the past
simple . It can also show that something
happened before a specific time in the past .

Ex : I had never seen such a beautiful beach
before I went to Hanoi .

- It is used to show that something started in
the past and continued up until another action
in the past .

Ex : We had had that car for 10 years before it
broke down .

 Get pupils to do exercise 3 individually
and then find a partner to check their answers

with .

 Check the answers with the whole class
and provide corrective feedback .

Answers : 1 – had eaten / arrived 2 – 
found / had taken 3 – got / had closed

4 – got / had left 5 – got / had arrived 6
– paid / had phoned 7 – went / had not
arrived 8 – had looked / asked / cost

IV – HOMEWORK
-Summarise the main points .

-Do again these exercises and prepare Unit 3
– Reading

Homework

:

* Experience:

...

I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will know how to celebrate some

celebrations .

Week: 05

Period: 13

Date: 5

, September, 2010

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2. Knowledge:

a. General knowledge: After studying this period, students will

- develop such reading micro-skills as scanning for specific ideas, and

identifying and correcting false statements.

- use the information they have read to discuss celebrations in their culture

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: Intergrated, mainly communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, some photos of celebrations in the world….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

I – WARM-UP

- Get pupils to tell some celebrations =
anniversaries .

- Ask pupils “Do we have similar celebrations
in Vietnam ?”

“How do we celebrate them?”
- Ask them to write some anniversaries and
events in Vietnamese culture .

- Give suggested answers :

Christmas / Easter / Graduation / Halloween /
Thanksgiving / Mother’s Day / Wedding /
Valentine’s Day / Birthday .

- Explain the celebrations :

+To celebrate Christmas day Western families
often buy Christmas trees, which are often real
or plastic pine trees and decorate them with
ornaments (đồ trang trí) and gift boxes .

+ On Halloween night children often dress in
costumes and go door-to-door to collect
sweets and fruits . Houses are decorated with
pumpkins (bí ngơ, bí rợ) which are carved
(chạm trổ, khắc) into scary (đáng sợ)
faces and decorated with lights or candles

+ Thanksgiving is the celebration that exists
only in America . On this day people pray to
God and eat roasted turkey . (gà nướng)

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and buy chocolates for the ones they love .
+ Mother’s Day is the celebration that honors
mothers . On this day people often send cards
and gifts to their mothers to show how they
love and appreciate their mother .

+ Silver anniversary = silver wedding : the 25
th anniversary of a wedding .

+ Ruby anniversary = ruby wedding : the 40th
anniversary of a wedding .

+ Golden anniversary = golden wedding : the
50th anniversary of a wedding .

+ Diamond anniversary = diamond wedding:
the 60th anniversary of a wedding

II – BEFORE READING

- Ask pupils to work in pairs and try to make
sense of the pictures on page 32.

- Ask pupils some questions :

+ What is the relationship between the people
in the pictures ?

+ What are they celebrating ?

- Call on some pupils to answer the questions
& give reasons for each answer .

- Give the suggested answers :

1.The people are members in a family .(The
people in the first picture might belong to a
family , the man & the woman might be the
parents and the three kids might be their
children .

2.The people in the second picture might
belong to a family, too . The old lady and the
old man who are standing might be the parents

. The woman & the man who sitting in front
might be their son and daughter in law . The
boy and the girl might be their grandchildren .

 They are celebrating a birthday party in the
1st picture / In the second picture ... a golden
wedding . (a wedding anniversary)

 The words on the wall read “50th
anniversary)Pre-teaching vocabulary :

Milestone : an important event or stage in
one’s life

Lasting (a) : continuing a long time .
Golden (a) ; made of gold

Golden anniversary / jubilee (lễ kỷ niệm):
celebration of the 50th wedding anniversary

Diamond anniversary / jubilee : celebration
of the 60th wedding anniversary .

III – WHILE READING

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Task 1:

-Ask pupils to read the passage silently
-Get pupils to underline the key words to
decide what information they need to find .

-Have them read around the key words
carefully to find the answers .

-Call on some pupils to present the answers &
explain their choices .

-Give correct answers :

Birthday Wedding
1 – people sing a

song

√

2 – people eat

cakes

√

3 – people receive
cards and gifts
from friends and
relatives

√

4 – people joke

about their ages

√

5 – people

remember their
wedding days .

√

6 – people go out

to dinner

√

7 – people blow

out candles, one
for each year .

√

Task 2 :

-Get pupils to read through all the 7 questions
in task 2 and identify the key words in each
question .

-Instruct pupil to go back to the passage and
locate these words and ask pupils to find the
answers to the questions .

-Call on some pupils to present & explain
their answers .

-Give feedback and correct answers :
1 – eighth  sevenths 2 – makes 
eats 3 – foods  presents

4 – anniversaries  ages / 5 – months 
years / 6 – 5th 50 th / 7 – silver  golden

IV – AFTER READING 
-Get pupils to discuss and answer the
questions .

1.Where do you prefer to celebrate your
birthday, at home or in the restaurant ? Why?

2. Do your parents celebrate their wedding
anniversaries ?

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V – HOMEWORK

-Write down the activities take place in a
birthday party and an anniversary party .

-Write a paragraph about how Vietnamese
people celebrate their birthday or wedding
anniversaries, based on the text they read in
class .

Homework

:

* Experience:

...

I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will know how to plan parties.

2. Knowledge:

a. General knowledge: After studying this period, students will

- use appropriate language to talk about parties and negotiate how to plan them.

- use appropriate language to invite people to come to parties.

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: speaking

4. Teaching method: Integrated, mainly communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, photos of some parties, pictures,….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up:

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

I – WARM-UP

-Ask pupils to tell about the things they can
prepare in a birthday party .

-Suggested words

+Decoration : flowers, balloons, colored lights
+Activities : singing, playing games, dancing
+Clothes : suit, skirt, jeans, T-shirt, dress
+Special food / drink : fruit juice, mineral
water, coke, meat, hot-dog, bread, milk, pizza

Week: 05

Period: 14

Date: 5

, September, 2010

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II – PRESENTATION
Task 1 :

-Ask pupils to think of a party you have been
to .Choose from the list the things you want to

talk about .

-Give suggested answers :

1.Whose party was it ?
2.What was the occasion ?

3.Did you take a gift for the host ?
4.Who did you go with?

5.Where was the party ?
6.Were there any decorations ?

7.Were there a lot of people there ?
8.Did you know most of the people there ?

9.What sort of food and drink did you have ?
10.What was the music like ?

11.Did you dance ?
12.Did you meet anybody nice there ?

13.What time did it finish ?
14. Did you stay to the end ?

Task 2 : Telling about the party
-Give pupils some suggestions .

+On what occasion was the party held ? Why
was it held ? For whom ?

+What party did you organize ?
+Who gave the party ?

+How many people did you invite and who
were they ?

+Where did it take place ? Was it nice place ?
+When did it take place ? What time did it
start and end ?

+How was it organized ? How did it go ?
+What about foods and drinks ? = What food
& drinks were served at the party ?

+What activities did you do there ? Did you
have a good time ?

+How were the people there like ?
+What about music ?

*Notes : Teach necessary language for talking
about parties .

A birthday / housewarming party / give a
party / to celebrate one’s birthday / wedding
anniversary / graduation / guest / to enjoy
oneself / have fun / have a really good time =
kick up one’s heels /sing songs / cut the
birthday / bring your own drinks / bring a plate

= bring food to share with others / snack /
pizza / soft drinks / chips / cookies / the party
lasted about two hours / friends stayed after
the party to tidy up the mess....

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-Give pupils some suggestions

+budget  How much do you spend for your
party ?

+date and time  When do you organize your
party ?

+who to invite  Whom will you invite to
your party ? How many people do you plan
to invite and who are they ?

+place  Where do you organize your party ?
+formal or informal dress  What kind of
clothes do you wear at the party ?

+decoration  How do you decorate your
party ?

+entertainment  What activities will take
place ?

+food and drinks  What food and drinks
will be served ?

-Give suggested answers :

 We’re having a... ( at 7p.m. , on Oct.
31 , at home / at restaurant)

 We are going to invite...(family,
relatives, friends, teachers, classmates..)
 We will decorate ...(colored light, bulbs,
flowers..)

 There will be lots of food and drinks that
you like such as...(pizzas, hamburgers, coke,
fruit juice..)

 There will be dancing and some exciting
games with interesting prizes for the winners .
 We will dance ..(listen to music, take part
in some games..)

-Call on some pupils of each group to report
about the parties that they have planned .
-Listen and take note of their mistakes .
-Give feedback after that .

III – HOMEWORK

-Summarise the main points of the lesson .
-For homework , pupils write a paragraph
about a party they have been to .

-Prepare Writing (Unit 3)

Homework

:

* Experience:

...

I/ OBJECTIVES:

Week: 05

Period: 15

Date: 5

, September, 2010

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1. Formation of behaviour: After studying this period, students will know how to plan a birthday

party.

2. Knowledge:

a. General knowledge: After studying this period, students will develop such listening

micro-skills as intensive listening for specific information.

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: Intergrated, mainly communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, some pictures of birthday parties, ….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up: (5’)

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS NOTES

* Warm up: (5’)

-T: asks Ss to look at the pictures on page 36
and answer the questions.

- Ss:answer the questions freely

* Pre-listening: (8’)

-T:gives questions and calls on some Ss to
answer.

- Ss: answer the question (work in pairs)

-T: calls some pairs to practice

- Ss: practice asking&answering the questions
-T:helps Ss to pronounce the words correctly.
- Ss: listen carefully

-T:plays the tape / models first and asks Ss to
repeat in chorus and individually.

- Ss:re

peat words in chorus, individually

-T: c

orrects their pronunciation

-Ss: listen & correct

-T: introduces: You are going to listen to a

gilr telling about a birthday party that she

has been to. Listen & answer True or false

questions. Put a tick () in the appropriate

box

-Ss: listen carefully

*While-listening(17’)

-T:gets Ss to read through the statements to

- What celebrations are in the pictures ?( A birthday party)
- Do you often hold your birthday party ?(Yes)

- Where do you often hold your birthday party ?(home)
- When do you like to organize your birthday party, in the
morning or in the evening ? (evening)

Before you listen

1.When would you like to organize your birthday party? In
day time or in the evening?

2.What foods and drinks are often served at your birthday
party ?

3.What activities do you often have at your birthdayparty?
While you listen

-Listen and repeat : (Pre-teaching vocabulary): 
+gathering = coming together

+ decorated + birthday cake + restaurant
+slices +clapped +prizes

+icing :a sweet mixture of sugar and water, egg white,
butter that is used to cover and decorate cakes.

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understand and underline key words.
- Ss: read them

-T:checks with the whole class and asks Ss to
guess what the party might have been like.
-Ss: give prediction

-T:plays the tape (or read the Tapescript) twice
for Ss to listen and do the task.

-Ss: listen and do

-T: asks Ss to compare with a parner & calls Ss
to give the answers

-Ss: work in pair & give

-T:plays the tape one or two more times and
pauses at the answers for them to catch.
-Ss:correct answers

-T:introduces: You are going to listen the story

again and answer comprehension questions.

-Ss: listen

-T:asks Ss to read through all the questions.
-Ss: read the questions

-T:a

sks Ss to listen to the passage again and

do Task 2 in pairs

-Ss: listen & do (work in pairs)

-T:calls on some Ss to present their answers in

front of the class.

-Ss: write the answers
-T: plays the tape & corrects
-Ss: listen & correct

* Post- listening (8’) 
-T:puts Ss in pairs and introduces the task : “
Supposed that Mai is your common friend .
Yesterday was her birthday but one of you
couldn’t come . Now ask the other person about
Mai’s party .”

- Ss: work in pairs & practice speaking

-T: calls on some pairs to perform the role play
in front of the class .

-Ss: practice

-T:elicits feedback from the class and gives final
comments .

1- F (the party began at about 3 in the afternoon)
2-F (over 20)

3-F (at 4.30 they cut the cake)
4-T (the party ended at about 6)

5-F (other kids left, only one stayed to help)

Task 2: Listening to the story again and answering 
comprehension questions .

Keys
1. She was 16 years old.

2. She didn’t like having the party at a restaurant because it
is noisy and expensive.

3. She served them soft drinks and biscuits.
4. It was brought out at about four thirty.

5. It was beautifully decorated with pink and white icing
6. They clapped their hands eagerly and sang “Happy
birthday”.

7. It finished at about six in the evening.
After you listen

Homework

: (2’)

-Summarise the main points .
-Learn by heart new words .

-Write a paragraph about Ss’ own birthday parties .

* Experience:

...

CARD A CARD B

Ask your friend about
Mai’s party

-Place where the party was
held .

-When it began and ended .
-Who came .

-What you did there .
Add more questions as you
like .

Tell your friend about
Mai’s party . Use the
following information :
-It was held at Mai’s
house

-It lasted about 3 hours .
(3-6p.m.)

-About 20 guests came .
-Mai opened gifts, you
played chess, then Mai

cut cake .

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I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will know how to plan a birthday

party.

2. Knowledge:

a. General knowledge: After studying this period, students will develop such listening

micro-skills as intensive listening for specific information.

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: Intergrated, mainly communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, some pictures of birthday parties, ….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up: (5’)

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS NOTES

*Warm up:

-T:gives some sentences and asks Ss to re-order
these sentences into a letter of invitation.
(extraboard)

-Ss: put the correct order (work in pairs)
-T:gets Ss to read the completed latter again
-Ss: give the answers

*Pre-writing

-T:asks Ss to answer the questions

- Ss:answer the question freely

- T:gives suggested answers

-Ss: listen carefully

The jumbled letter
1.This is my address : 150A Au Co Road .

2.It’s a beautiful house and it looks over the West Lake and
the Water Park .

3. Dear Patricia .

4.Guess what ! I’ve just moved to a new house in Tay Ho
District .

5.Would you like to come ?

6.Please let me know your answer as soon as possible .
7.See you .

8.My parents are giving a house-warming party this
Saturday evening around 6.30 p.m.

9.Hoa

10.I think Chris and Kim are coming, too .

11.We’ll have “Pho” and some other special dishes .
Answers : 3 – 4 – 2 – 8 – 11 – 5 – 10 – 1 – 6 – 7 – 9
Task 1 . Work in pairs. Ask and answer the following Qs
1.On what occasions are parties held?

*birthday / graduation / wedding anniversary / moving to a
new house / family gathering / Christmas / New Year / ....
2.What kind of clothes do they often wear at a party?
*dresses / high-heel shoes for women / suits and ties for
men Jeans / T-shirt / skirts / etc...

Week: 06

Period: 16

Date: 12

, September, 2010

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-T: elicits the features of an information letter
normally includes

-Ss: listen and take notes

-T:gets Ss to do the task individually and then
compare their answers with a parter.

-Ss: do & compare (work in pairs)

-T:calls on some Ss to give the answers and
gives the correct answers

-Ss: listen & correct
* While-writing

-T:gets Ss to read Task 3 and work out the
questions .

-Ss: answer the questions

-T:asks Ss to write their letters in 10 minutes,
based on the outlines they have produced .
-Ss: write a letter

-T:has Ss get in pairs, exchange their letters and

correct each other .

- Ss:work in pairs

-T:goes around to offer help .
-Ss: write

-T:gives sample letter
-Ss: observe

* Post-writing: (15 minutes)

- T:asks some Ss to write their letters on the
board.

-Ss: write on the board

- T:corrects common mistakes and gives
remarks.

3.What kind of presents do people often bring to a party?
*books / CDs / flowers / scarves / ties / paperweights / pens
/ bags / hats / etc

A letter

+The even (what you invite your friends to) : a wedding, a
birthday party etc...

+The place : my parents’ place, my school etc...

+The invitation itself (Would you like to come ? How
about...? etc....)

Task 2 : Complete the letter of invitation below with the 
words/phrases in the box

Keys:

1. at my house 2. to come 3. refreshments
4. to cook 5. winners 6. by Monday

Task 3 : You are going to hold a party .You want to invite 
your classmates to the party .Write a letter of invitation,
following the guidelines .

1.Reason for the party:

(birthday party/New Year’s Eve party/ wedding party)

2.Where:

Home / restaurant
3.When :

What day?
 What time?

4.Number of guess:10 / 20 / 30
5.Which activities:

Eating and drinking /singing/dancing/ playing games/ 
watching films

6.Foods and drinks served:

(soft drinks ,mineral water ,…/chicken soup , green salad,

steak, fired chicken, fish, beef, hamburger ,biscuits…)
Hanoi, May 19, 2007

Dear Ha,

As the school year is coming to an end, I’m giving a 
farewell party for people to meet up before they go away 
for holiday . Would you like to come ? It will be at my 
place at 7 p.m. this coming Saturday . I intend to invite 
about 10 people, so it will be a small gathering and 
hopefully, people can socialize more easily . I will order 
some pizzas and buy snacks and fruit . However, you 
might want to bring some drinks to be shared . There will 
be dancing and karaoke competition . So, there’ll be a lot 
of fun .

Please let me know if you are keen by Saturday . Just leave
me a message on the phone if you can’t catch me at home .
See you .

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-Ss: listen carefully

Homework

: (2’)

- Write down the letter, pay attention to some structures and prepositions
-Prepare Language Focus (Unit 3)

* Experience:

...

I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will know how to plan a birthday

party.

2. Knowledge:

a. General knowledge: After studying this period, students will

- distinguish the sounds /l/, /r/ and /h/

- pronounce the words and sentences containing these sounds correctly
- distinguish the uses of infinitive and gerund in active and passive voices
- use these structures to solve communicative tasks.

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

4. Teaching method: Intergrated, mainly communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, some pictures of birthday parties, ….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up: (5’)

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS NOTES

* Warm up:

-T: gets Ss to elicit the features of an
information letter normally includes 
- Ss: give a letter normally includes 
Pronunciation:

-T:models three sounds for a few times and
explains the differences in producing them .

-Ss: listen & take notes

A letter:

+The even (what you invite your friends to) : a wedding, a
birthday party etc...

+The place : my parents’ place, my school etc...
+The invitation itself (Would you like to come ? How
about...? etc....)

PRONUNCIATION
1. The sounds : / l / , / r / and / h /
/ l / / r / / h /

Week: 06

Period: 17

Date: 12

, September, 2010

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-T: plays the tape once for Ss to hear these
sounds & asks Ss to repeat after the tape.
-Ss: repeat in chorus.

- T:practises sentences containing the target
sounds & asks Ss to work in pairs and take turn
to read aloud the given sentences

-Ss:practise reading aloud the sentences (work
in pairs)

* Presentation:

-T: reviews the verbs that are followed by an 
infinitive, a gerund and both (extra board).
-Ss: take notes

-T: points out which verbs have different
meanings when are used with an infinitive or a
gerund.

-Ss: listen & give
* Practice:

-Get pupils to do exercise 1 individually and
then find a partner to check their answers with
-Check with the whole class and provide
corrective answers .

Exercise 2

-Review the forms of passive infinitive and
gerund and emphasizes their uses .

+ Use : to emphasise the action / event rather
than the agent .

+ Form : Passive infinitive : to be + Past 
Participle

Ex : -We hope to be considered again .(
passive of subject)

-He swore not to be treated like that again .
-She works hard not to be blamed . (
reason)

-He gave money to the poor children to be
honored .

-I am eager to be selected . / She is glad to be
invited to the party . ( adjectives)

-It’s time to be separated / we have the right to
be loved (after noun)

-He made a decision to be arrested

-Do you have permission to be married at the
age of 15 ?

+ Form : Passive gerund : being + Past 
Participle

Ex : - Instead of being selected, he failed to get
the job .

- The new students are keen on being
included in the school activities .

- I enjoy being phoned .

- Being treated unfairly made her decide to
quit the job . ( subject)

Lunch pretty hit
Lovely Europe house
Lemonade parent holiday
Jelly really hospital
Glass restaurant husband
Salad library helicopter

2.Grammar :

A. Infinitive and gerund

Infinitive only Gerund only Both

Agree / arrange / ask /
choose / decide / demand /
deserve / expect / fail /
hesitate / hope / intend /
learn / manage / offer / plan
/ refuse / seem / wait /
care / claim / afford /
appear / manage / need /
prepare / pretend /
promise / seem / want /
wish / volunteer / swear /
struggle / threaten

Admit / avoid /
deny / enjoy / keep /
complete / consider /
delay / discuss /
dislike / finish /
keep / mention / mind
/ miss / postpone /
practise / quit / recall
= recollect / feel
like / recommend /
resent / resist / risk /
can’t stand / can’t
resist / suggest /
tolerate / understand /
can’t face / pardon /
fancy / anticipate/
appreciate / give up /

Begin / start /
continue /
stop / love /
like / hate /
remember /
forget /
regret / try /
dread / cease /
can’t bear /
prefer / intend
/ mean /

propose / omit

.+ stop : to stop to do sth. / to stop doing sth.
- He stopped to smoke > < smoking

+ try : to do sth. / doing sth.

-He tried sending her flowers and writing letters to her but
it had no effect .

-He tried to climb the mountain but the weather was too
cold .

+ forget / remember / regret

-I remember locking the door before I went to bed .
-I remember to lock the door .

-She forgot meeting me in London last year .
-She forgot to meet me in London last year .
Exercise 1

1 – having / 2 – getting / 3 – to tell /
4 – practicing / 5 – to see

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- Being welcome is what he expected .
- I don’t like being laughed at . ( object)
- He doesn’t mind being criticized .
- She is afraid of being beaten . (object of
prepositions)

- My father was looking forward to being
warmly greeted at the meeting .

-Get pupils to do exercise 2 individually and
then find a partner to check their answers with .
-Check with the whole class and provide
corrective feedback .

1 – B / 2 – A / 3 – B / 4 – B / 5 – A
Exercise 3

-Get pupils to do exercise 3 individually and
then find a partner to check their answers with .
-Check with the whole class and provide
corrective feedback .

1 – D / 2 – C / 3- B / 4 – B / 5 – C
III/ HOMEWORK

-Summarise the main points of the lesson .
-Do the exercises again .

-Prepare Unit 4 - Reading

Homework

: (2’)

* Experience:

...

I/ OBJECTIVES:

1. Formation of behaviour: After studying this period, students will revise all the

language skills and grammatical points which they have studied and used in the three units:

1, 2 and 3.

- Students can improve their techniques of doing the simple tests.

2. Knowledge:

a. General knowledge: After studying this period, students will

- Check themselves their skills in reading, speaking, listening, writing.

- Improve their knowledge through the test yourself.

- Language: Students can improve their techniques of doing the simple tests.

b. Language knowledge:

b.1. Vocabulary:

b.2. Grammar:

b.3. Pronunciation:

3. Skills: listening

Week: 06

Period: 18

Date: 12

, September, 2010

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4. Teaching method: Intergrated, mainly communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, texbook, some pictures of birthday parties, ….

2.Students: books, pictures,….

III/ TIME: 45 minutes

IV/ PROCEDURES:

1. Class order:

- Greetings

- Checking the attendance.

2. Checking up: (5’)

3. New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS NOTES

I/ Listening :

1-A 2 – D 3 – B 4 – A
5 – C

Tapescript :

I’ve known James for 55 years . We first met
when he moved to my town . He went to a
different school but we became friends because
he lived next door to me . We’ve known each

other since then, but we haven’t kept in touch
all that time – we lost contact with each other
when he moved to Scotland in the 1970s for my
job....I didn’t go to James’ wedding but he came
to mine...And now ? Well, I’ve been living here
in Brighton since 99, and these days I see James
about once week, usually in the park where I
walk my dog in the pub for lunch with other
friends that we’ve known for about the same
length of time . We haven’t been doing that for
very long but it’s good to get all of us together .
II/ Reading :

1. Because they had been childless for 10 years
after they were married .

2. To take some photographs of the happy
family .

3. They boy was dressed in a smart, brand-new
outfit and looked like a little prince .

4. Because he was interested in the toys .
5. He felt that it was delightful and looked
forward to the next day to have the films
developed .

III/ Pronunciation and grammar :
a) listen and put a tick (V) in the right box,
paying attention to the pronunciation of the

underlined part of the word .

1 – nine 2 – hour 3 – matching
4 - jam

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1 – to see 2 – to be 3 – to
phone 4 – pay
5 – to be met 6 – to be appointed
7 – not to attend

IV / Writing sample :

Last Saturday was my 17 th birthday . My
parents helped me to hold a birthday party at
home . I invited a lot of friends and we had a
great time .

The party began at 7 p.m. . We had pizzas,
chocolates, candies and some special dishes that
my mom cooked . Then mom brought out a
beautiful cake, decorated with fruit and 17
colorful candles in the middle . As I blew out
the candles, my friends and family sang the
“Happy birthday” song . They clapped their
hands happily . Then mom cut the cake and we
had it, together with cheese cake, fruit juice, and
fruit salad . Dad played guitar and sang me a
beautiful song . My friends also sang along and
danced . The party ended at 8.30 . We were all
tired but happy . The parents of other children

came to collect them by motorbikes . Some of
my friends live in the suburb and they needed to
catch the 8.45 bus . Some others who live
nearby stayed to help me clean up the room ,
tidy up the mess . I felt very happy because the
party went very well and we had a wonderful
time together .

Homework

: (2’)

* Experience:

</div>

Tư liệu Tiếng Anh lớp 9

<b>I/ OBJECTIVES:</b>

<b> 1. Formation of behaviour: After studying this period, students will aware of learning English.</b>

<b> 2. Knowledge:</b>

<b> a. General knowledge: After studying this period, students will get to know English 11: what </b>

to learn and how to learn it.

<b> b. Language knowledge: </b>

<b> - How to learn English in grade 11.</b>

- How to do English tests.

- How to use student’s book and workbook.

<b> 3. Skills: : - Reading</b>

- Speaking

- Listening

- Writing

- Doing English tests

<b> 4. Teaching method: communicative approach</b>

<b>II/ PREPARATION:</b>

<b>1.Teacher: Lesson plan, textbook, handouts, porters, pictures,….</b>

<b>2.Students: books, pictures,…. </b>

<b>III/ TIME: 45 minutes</b>

<b>IV/ PROCEDURES:</b>

<b>1. Class order:</b>

- Greetings

- Checking the attendance.

<b> 2. Checking up:</b>

<b> 3. New lesson:</b>

<b>Introduction.</b>

Ask Ss some question about the English

book 10 to introduce the English book 11.

-How many units are there….?

-How many lessons are there in a unit?

-How many periods are there in a unit?

<i>-Do you do Test your self at home or at </i>

class?

-How many topics are there in …..?

Introduce the English book 11 –new

version.

-There are 16 units

-some units last 6 periods.

-test your self :do at home

-there are 16 topics.

Week: 01

Period: 01

Date: 10

<sub>, August, 2010</sub>

Summarise the main points

Assign homework

<b>Homework </b>

<b> : </b>

<b>* Experience:</b>

...

...

...

...

Week: 02

Period: 0

<b>I/ OBJECTIVES:</b>

<b> 1. Formation of behaviour: After studying this period, students will .</b>

<b> 2. Knowledge:</b>

<b> a. General knowledge: After studying this period, students will </b>

<b> b. Language knowledge: </b>

<b> b.1. Vocabulary:</b>

<b> b.2. Grammar:</b>

<b> b.3. Pronunciation: </b>

<b> 3. Skills: listening </b>

<b> 4. Teaching method: communicative approach</b>

<b>II/ PREPARATION:</b>

<b>1.Teacher: Lesson plan, texbook, cassette player, pictures,….</b>

<b>2.Students: books, pictures,…. </b>

<b>III/ TIME: 45 minutes</b>

<b>IV/ PROCEDURES:</b>

<b>1. Class order:</b>

- Greetings

- Checking the attendance.

<b> 2. Checking up:</b>

<b> 3. New lesson:</b>

<b>Homework </b>

<b> : </b>

<b>* Experience:</b>

...